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Working Backwards, Looking Forward Objectives 1. Reflect on assessment practices 1. 2. 2. 3. Streamline assessment processes Capitalize on the alignment process 1. 2. 4. Purpose Process Standards Unit IFD Create your assessment Audience 1. District Administrators 2. School Administrators 3. Teacher Leaders 4. Teachers Three reflections 1. What does it take to create quality assessment in our district? 2. What do I want assessment to tell me about the student? 3. Where do I go to create a good assessment? Self-test on testing Answer key Questions: 2, 4, 6, 7, 10 SA = 5 points Questions: 1, 3, 5, 8, 9 SA = 1 point A = 4 points A = 2 points U = 3 points U = 3 points D = 2 points D = 4 points SD = 1 point SD = 5 points Designed by W. James Popham from Classroom Assessment: What Teachers Need to Know (2014) Objective 1: Assessment types and their purposes Fill in the blank……. Assessment Type Definition Purposes ? Evaluation given prior to instruction • Informs the instructor to remediate students’ to assess each student’s strengths, learning gaps and personalize instruction to weaknesses, knowledge, and skills meet the unique needs of learners ? Evaluation of individual learner used to help improve his or her performance • Informs and guides instructional decisions • Inform effectiveness of instructional strategies used • Motivate students and increase achievement Evaluation of an individual learner used for judgments or decisions about the individual such as grades or promotion • Gather information and make a judgment about it • Often occurs at the end of an assessment cycle • School and district evaluation measure ? Assessment types and their purposes Assessment Type Diagnostic Formative Summative Definition Purposes Evaluation given prior to instruction • Informs the instructor to remediate students’ to assess each student’s strengths, learning gaps and personalize instruction to weaknesses, knowledge, and skills meet the unique needs of learners Evaluation of individual learner used to help improve his or her performance • Informs and guides instructional decisions • Inform effectiveness of instructional strategies used • Motivate students and increase achievement Evaluation of an individual learner used for judgments or decisions about the individual such as grades or promotion • Gather information and make a judgment about it • Often occurs at the end of an assessment cycle • School and district evaluation measure Understand the process of creating a quality assessment system in your district What assessments do your district administer and permit? • STAAR – High-stakes test with graduation implications • Unit Tests • Benchmarks • Milestones • Quizzes • Testlets • Retests • Reflective journals • G/T testing • Aptitude tests • Advanced Placement tests • SAT/ACT tests • Pre-tests • Diagnostic tests • Self-tests • Inventories • Portfolios What are the purposes of quality assessment? • To assist student learning. • To identify students’ strengths and weaknesses. • To assess the effectiveness of a particular instructional strategy. • To assess and improve the effectiveness of curriculum programs. • To assess and improve teaching effectiveness. • To provide data that assist in decision-making. • To communicate with and involve the student’s parents/guardians/mentors. Source: National Council of Teachers of Mathematics Purposes of Assessment - Analogy • Consider your personal health • Is the number that is your weight an appropriate measure of your health? • Are there other measurements? • How does the measurement of your weight factor into ideas of your health? What is STAAR in this scenario? • In education assessment, that means STAAR is your weight at an autopsy • Health is a complex and interdependent system that requires multiple measures and reflective practices in order to diagnose deficiencies • Learning is also complex requiring multiple measurements and reflective practices TEKS Resource System Assessment Continuum Formative Assessment (Formative Spiral Items Mathematics only) Performance Assessment Unit Assessment Item Bank Performance Task (limited) District Benchmark STAAR Assessment Continuum Formative Assessment (Formative Spiral Items Mathematics only): Performance Assessment: • Assesses specific bundles of SEs • Aligns to a secondary process/skill TEKS as appropriate • Guides • Aligns to a specific instructional UNIT and IFD decisions and • Some authentic informally products assesses • Combines with student unit assessment understanding of concepts and items to assess students’ mastery processes of content and thus inform instruction Unit Performance Assessment Tasks Item Bank: (limited): • Individual “sample” items • Each item aligns to one specific SE • Wrapped with process/skill TEKS as appropriate • Assesses TEKS associated on one IFD • Selected- and constructedresponse items • Assesses larger bundles of SEs • Wrapped with process/skill TEKS as appropriate • May assess several units of study • Authentic assessment District Benchmark: STAAR • Assesses all TEKS within • Cumulative assessment of one grade level and all standards subject area taught up to the point of the benchmark 5 Principles of Good Practice for Assessing Student Learning 1. Good assessments are used to inform important decisions, especially those to improve curriculum and pedagogy but also regarding planning, budgeting, and accountability. • Assessments that are used are planned and purposeful; they start with a clear understanding of why you are assessing. • Assessments that are used focus on clear and important goals. • Assessments that are used involve the active participation of those with a stake in decisions stemming from the results. • Assessments that are used are communicated widely and transparently (clearly and understandably). • Assessments that are used are used fairly, ethically, and responsibly. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education 5 Principles of Good Practice for Assessing Student Learning 2. Good assessments are cost-effective, yielding value that justifies the time and expense we put into them. • Cost effective assessments focus on clear and important goals. • Cost effective assessments start with what you have. • Cost effective assessments are simple and have minimal paperwork. • Cost effective assessments have realistic expectations. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education 5 Principles of Good Practice for Assessing Student Learning 3. Good assessments yield reasonably accurate and truthful results, of sufficient quality that they can be used with confidence about curricula and pedagogy. • Assessments yielding reasonably accurate and truthful results flow from clear and important goals. • Assessments yielding reasonably accurate and truthful results represent a balanced sample of key goals, including multidimensional, integrative thinking skills. • Assessments yielding reasonably accurate and truthful results use a variety of approaches, including direct evidence of student learning. • Assessments yielding reasonably accurate and truthful results recognize diverse approaches to teaching, learning, and assessment. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education 5 Principles of Good Practice for Assessing Student Learning 3. Good assessments yield reasonably accurate and truthful results, of sufficient quality that they can be used with confidence about curricula and pedagogy. • Assessments yielding reasonably accurate and truthful results assess teaching-learning processes as well as outcome. • Assessments yielding reasonably accurate and truthful results are developed thoughtfully. • Assessments yielding reasonably accurate and truthful results are perpetual works in progress. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education 5 Principles of Good Practice for Assessing Student Learning 4. Good assessments are valued. • Valued assessment efforts yield results that inform important decision on important goals. • Valued assessment efforts are recognized and honored through meaningful incentives and rewards. • Valued assessment efforts are part of an institutional climate in which innovation, risktaking, and efforts to improve teaching and learning are recognized and honored through meaningful incentives and rewards. • Valued assessment efforts are supported with appropriate resources, including time, guidance, support and feedback. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education 5 Principles of Good Practice for Assessing Student Learning 5. Good assessments focus and flow from clear and important goals. • Assessment with clear goals have clear, appropriate standards for acceptable and exemplary student performance. Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education Backward Design in Nine 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 1. Start with the standards 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 1. Start with the standards World History example • (1) History. The student understands traditional historical points of reference in world history. The student is expected to: • • • • • • • (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: • • • • (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization. (A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations; (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: • • • (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. Step 1. Start with the standards World History example • • • • • • (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: • (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; • (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; • (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; • (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; • (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; • (F) describe the interactions between Muslim and Hindu societies in South Asia; • (G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; • (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; • (I) explain the development of the slave trade; • (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and • (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to: • (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and • (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: • (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and • (B) explain how the Inca and Aztec empires were impacted by European exploration/colonization. (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: • (A) analyze the causes of European expansion from 1450 to 1750; • (B) explain the impact of the Columbian Exchange on the Americas and Europe; • (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; • (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; • (E) explain Ming China's impact on global trade; and • (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: • (A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution; • (B) explain how the Industrial Revolution led to political, economic, and social changes in Europe; • (C) identify the major political, economic, and social motivations that influenced European imperialism; • (D) explain the major characteristics and impact of European imperialism; and • (E) explain the effects of free enterprise in the Industrial Revolution. (9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to: • (A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion; • (B) explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America; • (C) trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; and • (D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. Step 1. Start with the standards World History example • • • • • • • • • (10) History. The student understands the causes and impact of World War I. The student is expected to: • (A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I; • (B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates; • (C) explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and • (D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. (11) History. The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to: • (A) summarize the international, political, and economic causes of the global depression; and • (B) explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression. (12) History. The student understands the causes and impact of World War II. The student is expected to: • (A) describe the emergence and characteristics of totalitarianism; • (B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and • (C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs. (13) History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: • (A) summarize how the outcome of World War II contributed to the development of the Cold War; • (B) summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism; • (C) identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race; • (D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union; • (E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and • (F) explain how Arab rejection of the State of Israel has led to ongoing conflict. (14) History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to: • (A) summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and • (B) explain the U.S. response to terrorism from September 11, 2001, to the present. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: • (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and • (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: • (A) locate places and regions of historical significance directly related to major eras and turning points in world history; • (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and • (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: • (A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution; • (B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution; and • (C) summarize the economic and social impact of 20th century globalization. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: • (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations; • (B) identify the historical origins and characteristics of communism, including the influences of Karl Marx; • (C) identify the historical origins and characteristics of socialism; • (D) identify the historical origins and characteristics of fascism; Step 1. Start with the standards World History example • • • • • • • • (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: • (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and • (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: • (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; • (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen; • (C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and • (D) explain the significance of the League of Nations and the United Nations. (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: • (A) describe how people have participated in supporting or changing their governments; • (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and • (C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce. (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: • (A) summarize the development of the rule of law from ancient to modern times; • (B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome; • (C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia; • (D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur; • (E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and • (F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: • (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and • (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: • (A) describe the changing roles of women, children, and families during major eras of world history; and • (B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: • (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; • (B) summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome; • (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and • (D) explain how Islam influences law and government in the Muslim world. (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: • (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; • (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and • (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. Step 1. Start with the standards World History example • • • • • (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: • (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; • (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; • (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; • (D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and • (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: • (A) explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution; • (B) explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism; • (C) explain the effects of major new military technologies on World War I, World War II, and the Cold War; • (D) explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; and • (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: • (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; • (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; • (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; • (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; • (E) identify bias in written, oral, and visual material; • (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; • (G) construct a thesis on a social studies issue or event supported by evidence; and • (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • (A) use social studies terminology correctly; • (B) use standard grammar, spelling, sentence structure, and punctuation; • (C) interpret and create written, oral, and visual presentations of social studies information; and • (D) transfer information from one medium to another. (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: • (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and • (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. • • • • Total of 123 standards – but not just 123 things to know All provided by the State of Texas All mandated by law How many do you have in yours? Step 2. Define the specifics of the standards 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 2. Define the specifics of the standards World History example Many standards have multiple subtargets such as… • WH.28C - explain the effects of major new military technologies on World War I, World War II, and the Cold War Which translates into at least 3 subtargets • Explain the effects of major new military technologies on World War I • Explain the effects of major new military technologies on World War II • Explain the effects of major new military technologies on the Cold War And there are certainly more technology subtargets, such as submarines, machine guns, poison gas, biological agents, nuclear weapons, jet airplanes, rocketry, automation, tanks, aircraft carriers, satellite communications, GPS navigation, computing capacity… Step 2. Define the specifics of the standards World History example • World History standards can be separated into approximately 713 written subtargets with many thousands more implied that address the conceptual standards • Each standard needs to be separated into its component subtargets in order to overcome dense or confusing wording that results in uncovering all the nuance that may be wrapped into a standard because of the language • Each subtarget needs definition in order to inform teachers of the full breadth of knowledge the standard expects Step 2. Define the specifics of the standards World History example The TEKS Resource System does this through the TCD Step 3. Group standards in meaningful ways… 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 3. Group standards in meaningful ways… World History example • Currently, World History is broken into 11 units constructed thematically reflecting the scholarship in the social studies field and the content emphasis provided by the state standards Step 3. Group standards in meaningful ways… World History example Thematic Unit Design In World History, mostly chunked around periodization • • • • • • • • • • • Unit 01: Early Foundations of Civilization, 8000 BC-500 BC Unit 02: Celebrate Freedom Week Unit 03: Emergence and Collapse of Classical Empires, 500 BC-600 AD Unit 04: Medieval Rebuilding and Reconsolidation 600-1450 Unit 05: Interactions and Diffusion 600-1450 Unit 06: An Expanding World 1450-1750 Unit 07: Ideas Change the World 1450-1750 Unit 08: Political Revolutions, 1750-1914 Unit 09: Industrialization and Imperialism 1750-1914 Unit 10: Global Conflicts 1914- Present Unit 11: An Interdependent World 1914-Present The TEKS Resource System does this through the YAGs and IFDs Step 3. Group standards in meaningful ways… World History example Thematic Unit Design (IFDs) Big Ideas (Overarching Understandings) of the Unit Unit 01: Early Foundations of Civilization, 8000 BC – 500 BC Humans form groups and create institutions in order to survive. Unit 02: Celebrate Freedom Week Social groups form complex institutions to govern behavior. Unit 03: Emergence and Collapse of Classical Empires, 500 BC – 600 AD Political structures provide social order, security, and growth. Unit 04: Medieval Rebuilding and Reconsolidation 600-1450 Cultural belief systems serve to unify and divide societies. Political structures provide social order, security, and growth. Unit 05: Interactions and Diffusion 600-1450 Human interactions lead to conflict, diffusion, and progress. Unit 06: An Expanding World- Global Commerce 1450-1750 Humans are motivated to discover and explore. Unit 07: Ideas Change the World 1450-1750 Ideas are a force for change. Unit 8: Political Revolutions, 1750-1914 People rebel as a result of significant dissatisfactions with the political, cultural, social and/or economic status quo. Unit 9: Industrialization and Imperialism 1750-1914 Humans form groups and innovate to overcome challenges and gain power. Some groups have power over other groups. Unit 10: Global Conflicts 1914- Present Prejudice and fanaticism breed conflict. Humans form groups and innovate to overcome challenges and gain power. Unit 11: An Interdependent World 1914-Present Humans form groups and create institutions in order to survive. Some groups have power over other groups. Step 4. Group standards within the unit… 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 4. Group standards within the unit… World History example This is reflected in the IFDs Unit Overview – For example: TITLE: World History Unit 10 – Global Conflicts 1914-Present UNIT OVERVIEW • This unit bundles student expectations that address events related to the global conflicts during the 20th century (1914-present), including the influence of nationalism in the cause of global conflict. • Prior to this unit, students learned about the transformations in the world as a result of industrialization and imperialism. • During this unit students learn about the causes and consequences of the First World War, the causes and effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian governments, and the causes and characteristics of the Second World War. Students examine how European dominance of the globe diminished with the world wars and the emergence of the United States and the Soviet Union as super powers. • In the next unit students study about the causes and consequences of the Cold War, decolonization, and globalization that characterized the second half of the twentieth century. Step 4. Group standards within the unit… World History example This is reflected in the IFDs Unit Overview – For example: TITLE: World History Unit 10 – Global Conflicts 1914-Present UNIT OVERVIEW • This unit bundles student expectations that address events related to the global conflicts during the 20th century (1914-present), including the influence of nationalism in the cause of global conflict. • Prior to this unit, students learned about the transformations in the world as a result of industrialization and imperialism. • During this unit students learn about the causes and consequences of the First World War, the causes and effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian governments, and the causes and characteristics of the Second World War. Students examine how European dominance of the globe diminished with the world wars and the emergence of the United States and the Soviet Union as super powers. • In the next unit students study about the causes and consequences of the Cold War, decolonization, and globalization that characterized the second half of the twentieth century. Step 4. Group standards within the unit… World History example OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between all of Europe? How did political boundaries in Europe and Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Points honored and ignored? How did the mechanization of warfare impact the course of the First World War? Political Patterns • Revolution Historical Processes • Change/Continuity Inequities of power triggered revolution in Russia resulting in new political and economic patterns. Why did the Russian Revolution happen “later” than other major revolutions? Did the Russian Revolution become a global force? Was the Russian Revolution inevitable? What new political, economic, and social patterns emerge in Russia following the communist revolution? Political Patterns • Governmental Systems Economic Patterns • Scarcity • Monetary/Fiscal Policy • Globalization Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation The TEKS Resource System does this through the IFD Totalitarian governments emerged in the midst of economic depression. Why was the economic depression following the First World War so severe and widespread? Why were many totalitarian leaders popular? How are fascism and communism alike and different? The two world wars are heavily intertwined. How did the unresolved issues of the First World War lead to the Second World War? What role did political ideologies play in igniting the Second World War? How did technological advances impact the fighting of the Second World War? Are the two world wars one war with a break in the middle? Step 5. Design assessment that measures… 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 5. Design assessment that measures… World History example PERFORMANCE ASSESSMENTS The TEKS Resource System does this one way through the Performance Assessments Write a letter home from a soldier serving on the Western Front in the First World War during 1917. Include in the letter the reasons you joined to fight, the conditions you see on the battlefield, the resources available to you, and the predictions you have about the outcome of the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B) OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between all of Europe? How did political boundaries in Europe and Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Points honored and ignored? How did the mechanization of warfare impact the course of the First World War? Create an illustrated timeline that traces the Russian Revolution. The timeline should include at least five events that span from the February (March) revolution of 1917 to the establishment of the USSR. Each illustrated event should be accompanied by a written explanation of the significance of the event. (WH.1F;WH.10D;WH.29F;WH.30B) ELPS 1C;5B Political Patterns • Revolution Historical Processed • Change/Continuity Inequities of power triggered revolution in Russia resulting in new political and economic patterns. Why did the Russian Revolution happen “later” than other major revolutions? Did the Russian Revolution become a global force? Was the Russian Revolution inevitable? What new political, economic, and social patterns emerge in Russia following the communist revolution? Create a flow chart that details the causes and effects of the global depression which occurred between the First and Second World Wars. (WH.11A,B;WH.12A,B;WH.29F;WH.30D) Political Patterns • Governmental Systems Economic Patterns • Scarcity • Monetary/Fiscal Policy • Globalization Totalitarian governments emerged in the midst of economic depression. Why was the economic depression following the First World War so severe and widespread? Why were many totalitarian leaders popular? How are fascism and communism alike and different? Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation The two world wars are heavily intertwined. How did the unresolved issues of the First World War lead to the Second World War? What role did political ideologies play in igniting the Second World War? How did technological advances impact the fighting of the Second World War? Are the two world wars one war with a break in the middle? ELPS 1G;5F ELPS 1C;5B Create a game based on the Second World War. The game should include a game board, set of instruction, and question cards. Game questions should relate to the events, individuals, and technologies involved in the Second World War. The game should encompass the global impact of the war. (WH.1F;WH.12B,C;WH.22D; WH.28E;WH.29F;WH.30B) ELPS 1C;5B Step 5. Design assessment that measures… World History example PERFORMANCE ASSESSMENTS Write a letter home from a soldier serving on the Western Front in the First World War during 1917. Include in the letter the reasons you joined to fight, the conditions you see on the battlefield, the resources available to you, and the predictions you have about the outcome of the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B) OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between all of Europe? How did political boundaries in Europe and Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Points honored and ignored? How did the mechanization of warfare impact the course of the First World War? Create an illustrated timeline that traces the Russian Revolution. The timeline should include at least five events that span from the February (March) revolution of 1917 to the establishment of the USSR. Each illustrated event should be accompanied by a written explanation of the significance of the event. (WH.1F;WH.10D;WH.29F;WH.30B) ELPS 1C;5B Political Patterns • Revolution Historical Processed • Change/Continuity Inequities of power triggered revolution in Russia resulting in new political and economic patterns. Why did the Russian Revolution happen “later” than other major revolutions? Did the Russian Revolution become a global force? Was the Russian Revolution inevitable? What new political, economic, and social patterns emerge in Russia following the communist revolution? Create a flow chart that details the causes and effects of the global depression which occurred between the First and Second World Wars. (WH.11A,B;WH.12A,B;WH.29F;WH.30D) Political Patterns • Governmental Systems Economic Patterns • Scarcity • Monetary/Fiscal Policy • Globalization Totalitarian governments emerged in the midst of economic depression. Why was the economic depression following the First World War so severe and widespread? Why were many totalitarian leaders popular? How are fascism and communism alike and different? Political Patterns • Nationalism Scientific/ Technological Patterns • Mechanization Human Processes • Conflict/Cooperation The two world wars are heavily intertwined. How did the unresolved issues of the First World War lead to the Second World War? What role did political ideologies play in igniting the Second World War? How did technological advances impact the fighting of the Second World War? Are the two world wars one war with a break in the middle? ELPS 1G;5F ELPS 1C;5B Create a game based on the Second World War. The game should include a game board, set of instruction, and question cards. Game questions should relate to the events, individuals, and technologies involved in the Second World War. The game should encompass the global impact of the war. (WH.1F;WH.12B,C;WH.22D; WH.28E;WH.29F;WH.30B) ELPS 1C;5B Step 5. Design assessment that measures… World History example PERFORMANCE ASSESSMENTS Write a letter home from a soldier serving on the Western Front in the First World War during 1917. Include in the letter the reasons you joined to fight, the conditions you see on the battlefield, the resources available to you, and the predictions you have about the outcome of the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B) ELPS 1G;5F OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. Scientific/ How did a local conflict in the Austrian-Hungarian Technological Empire grow to a conflict between all of Europe? Patterns How did political boundaries in Europe and • Mechanization Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Human Processes Points honored and ignored? • Conflict/Cooperati How did the mechanization of warfare impact the on course of the First World War? Assessment performance aligns with learning outcomes (unit understandings) Step 5. Design assessment that measures… World History example PERFORMANCE ASSESSMENTS Write a letter home from a soldier serving on the Western Front in the First World War during 1917. Include in the letter the reasons you joined to fight, the conditions you see on the battlefield, the resources available to you, and the predictions you have about the outcome of the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B) ELPS 1G;5F OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. Scientific/ How did a local conflict in the Austrian-Hungarian Technological Empire grow to a conflict between all of Europe? Patterns How did political boundaries in Europe and • Mechanization Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Human Processes Points honored and ignored? • Conflict/Cooperati How did the mechanization of warfare impact the on course of the First World War? Assessment is aligned to TEKS within the unit Step 5. Design assessment that measures… World History example PERFORMANCE ASSESSMENTS Write a letter home from a soldier serving on the Western Front in the First World War during 1917. Include in the letter the reasons you joined to fight, the conditions you see on the battlefield, the resources available to you, and the predictions you have about the outcome of the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B) ELPS 1G;5F OVERARCHING CONCEPTS AND UNIT CONCEPTS UNIT UNDERSTANDINGS AND QUESTIONS Political Patterns • Nationalism Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new technologies resulting in a stalemate. Scientific/ How did a local conflict in the Austrian-Hungarian Technological Empire grow to a conflict between all of Europe? Patterns How did political boundaries in Europe and • Mechanization Southwest Asia change after the First World War? In what ways were the ideals of the Fourteen Human Processes Points honored and ignored? • Conflict/Cooperati How did the mechanization of warfare impact the on course of the First World War? Additionally, we have other resources. Let’s visit our friend WH.28C Step 5. Design assessment that measures… World History example • WH.28C - Explain the effects of major new military technologies on World War I, World War II, and the Cold War Subtargets • Explain the effects of major new military technologies on World War I • Explain the effects of major new military technologies on World War II • Explain the effects of major new military technologies on the Cold War The Assessment Item Bank What It Contains • Each subject area has selected- and constructedresponse items aligned to both state expectations and the units of the course as structured in the TEKS Resource System curriculum • These items comprise the previous collection of unit test items across all subject areas • This bank will only grow Step 5. Design assessment that measures… World History example WH28.C - Explain the effects of major new military technologies on World War I, World War II, and the Cold War Which weapon of the First World War resulted in trench warfare and high numbers of • Step 5. Design aligned assessment casualties? A Tanks Airplanes • Performance BCAssessments Machine guns Explain the effects of major new military technologies on World War I Explain the effects of major new military technologies on World War II Explain the effects of major new military technologies on the Cold War D Chemical weapons Developed in the years just prior to the Second World War, which medical innovation was responsible for reducing infections among wounded Allied soldiers? A Morphine B Antibiotics C Polio vaccine D Blood transfusions The use of napalm to burn away vegetation during the Vietnam War led to widespread protest in the United States because — A it had to be imported from hostile foreign countries B its use was decided by the leadership of the United Nations C its use was banned by international law during the Korean War D it had devastating and painful effects on the people who were hit by it Step 5. Design assessment that measures… Your content area…… WH28.C - Explain the effects of major new military technologies on World War I, World War II, and the Cold War Let’s go to the assessment creator. Create one of each A diagnostic A formative A summative Does assessment say what we think it does? Final Jeopardy Category Movies • The Answer: Archibald Leach, Bernard Schwartz, and Lucille LeSueur Who are 3 people who’ve never been in my kitchen. Step 6. Design instruction to build students… 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 6. Design instruction to build students… • Since the structure of the Curriculum Elements within the Instructional Focus Documents really do “focus on instruction”… • Since the Overview and PA structure implies possible lesson opportunities… • Since the Overarching Understandings and Unit Understandings enable teachers to be more Learning-Focused with learning outcomes instead of Activity-Focused… • Since assessments in the system align with expected outcomes… • NOW the teacher has the freedom to design instruction that structures student learning toward students achieving an understanding of an idea instead of simply recalling a fact. • This has always been reflected in the structure of the state standards that have several student expectations that comprise a greater understanding found in the Knowledge and Skill statement – something often overlooked with so much focus on SEs. Step 7. Use data from the assessment… 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 7. Use data from the assessment… Assessing before instruction? Diagnostic Assessing during instruction? Formative Assessing after instruction? Summative Afterward, the teacher can use the data to tailor instruction to address learning gaps Afterward, the teacher can use the data to tailor reteaching to address learning gaps. Afterward, the teacher does not reflect on the outcomes of the assessment. This does not inform instruction and is usually to establish a value to the work relative to expectations (grade) Step 8. Repeat the previous two steps 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 8. Repeat the previous two steps • All assessment is summative unless you analyze assessment data to inform further instruction or reteaching "When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment" Step 9. Take STAAR 1. Start with the State Standards 6. Design instruction to build students’ knowledge & skill towards the unit learning outcomes and assessments 7. Use data from the assessment to inform additional instruction 2. Define the specifics of the standards 5. Design assessment that measures the depth of understanding a student should have as the unit progresses 8. Repeat the previous two steps 3. Group standards in meaningful ways to establishes thematic overarching understandings that shape the unit layout of a course 4. Group standards within the unit in meaningful ways to create multiple learning outcomes that build toward the overarching understanding of the unit 9. Take STAAR Step 9. Take STAAR • Well-defined state standards, well-organized curriculum, aligned assessment, and data-driven instructional decisions improve the likelihood of success on STAAR and reduce the potential for any one STAAR item to assess material in an instructional gap. Unit Classroom Content Coverage Learning (Student) Instruction (District/Teacher) Curriculum (TRS YAGs, IFDs) State Standards (Texas) Assessment (TRS PAs) Assessment (TRS Item Bank) STAAR Items (Texas) What about STAAR analysis? 1. Are you teaching a tested grade level? 2. TEKS Resource has a STAAR Analysis built in. Reflecting on Assessing: What do you want it to tell? The structure of a test instrument reflects what you want that test instrument to tell you Do you want tests that have a large collection of items sampling across a vast domain of content? What does it tell you? Do you want tests blueprinted into sections reflecting certain learning outcomes? What does it tell you? Do you want student portfolios? What does it tell you? Reflecting on Assessing: What does it take to create? Assessment item-writing and test construction are both an art and a science • Assessment artists are content experts with powerful literacy skills, a deep understanding of content-aligned curriculum targets, long experience writing within the assessment genre, and reflective practices that encourage feedback and revision without ego • Assessment scientists are mathematicians with expertise in inferential statistics and “psychometrics” applying scientific methods to field testing and data review to accumulate valid evidence that allows an assessor to use an item/test to infer with high accuracy the cognitive understanding of a student • Many want assessment to be black and white when it is always somewhere in the gray areas • Knowing this usually encourages more formative assessment use in order to make more direct, and potentially more accurate, correlations of student learning to student assessment performance. Reflecting on Assessing: Assessment Literature • Classroom Assessment: What Teacher Need to Know, W. James Popham, (2014) – Practical • How to Design Questions and Tasks to Assess Student Thinking, Susan M. Brookhart, (2014) – Practical • Learning Targets, Connie M. Moss and Susan M. Brookhart, (2012) – Practical • How to Create and Use Rubrics for Formative Grading and Assessment, Susan M. Brookhart, (2012) – Practical • Ahead of the Curve, Douglas Reevs, editor, (2007) – Practical • Classroom Assessment & Grading that Work, Robert Marzano, (2006) – Practical • Writing Test Items to Evaluation Higher Order Thinking, Thomas Haladyna, (1997) – Practical • Research by Norman Webb and Karin Hess on Depth of Knowledge, all over the Internet – Practical Reflecting on Assessing: Assessment Literature • A Taxonomy for Learning, Teaching, and Assessing, Lorin Anderson, et. al, (2001) – Dense but necessary • Handbook of Test Development, Steven Downing and Thomas Haladyna, (2006) – Dense with practical parts • Constructing Test Items, Steven J. Osterlind, (1989) – Dense • Developing and Validating Multiple-Choice Test Items, Thomas Haladyna, (2004) – Dense • Developing and Validating Test Items, Thomas Haladyna and Michael Rodriguez, (2013) – Dense • Standards for Education and Psychological Testing, American Educational Research Association, American Psychological Association, National Council on Measurement in Education, (2011) – Very Dense Working Backwards, Looking Forward